- List the two
levels of testing as outlined in the presentation and discuss each one in
turn. Then describe the types of testing activities for each level of
testing.
Testing of
online materials involve two types of testing; first type is to ensure the
fidelity of the media that is being used, and second is to ensure that the
material that is being presented leads to the desired student outcomes.
There are two levels of testing that are used
to ensure the fidelity of the media being used. The first is done when the
media is being created. It is done to ensure that the media that was produced
is both complete and of acceptable quality. The second level involves testing
of the media when it is as close to its release as possible. This is usually
done by having someone review the material; as described in the reading,
basically states that the media is tested under reasonable set of circumstances
that (in our case) students are expected to encounter; for example, testing
with different operating systems and
using different web browsers.
- What is ADA
and how does it apply to the design and development of eLearning materials?
ADA is the
acronym for Americans with Disabilities Act. This act requires that
universities need to provide equal access to everyone- even those with disabilities.
I was very
surprised, although in retrospect it makes perfect sense. There are quite
different disabilities in e-learning that in a f2f classroom. Disability accommodations
that I expected to read, were maybe seating, walkways, railing, even parking.
However, e-learning disabilities are quite unique; they include students with
no vision, color blindness, auditory issues, seizures or motor function
issues. Accommodations for these
disabilities include: changes in contrast, color combinations, changeable
fonts, animation/strobe usage, text –v-audio alternatives, navigability.
- What is your
institutions (You may use CSUSB’s) policy towards ADA and eLearning?
Explain what this means in practical terms and what you think the
strengths and weaknesses of the policy.
CSUSB
adheres to both and ADA policy and an online web page accessibility policy; its
online webpage accessibility policy can be found at http://policies.csusb.edu/webpageaccessibility.htm
I took this directly from the link:
PURPOSE
The purpose of this policy is to
identify standards that will constitute web page accessibility for those with
disabilities, establish procedures for creating and maintaining accessible Web
pages, and establish the accountability for assuring accessibility for all Web
pages that officially represent California State University, San Bernardino
within the scope of this policy. This policy does not apply to instructional
websites or instructional web content. Instructional materials are managed
under the Instructional Materials Accessibility Plan (IMAP). A website or
webpage, as well as the contents of such pages, is instructional if its primary
function is as an informational resource for course completion. This includes,
but is not limited to items such as course syllabi, reading materials, test
materials, and multimedia.
If I comprehend this correctly, the policy only
relates the official CSUSB website. It does not pertain to e-learning, as it
does not apply to instructional websites or instructional web content. I am assuming, that whoever it is that is
creates the instructional sites (Blackboard, for example) is in full compliance
of ADA. However, I have never been able to make changes to the content; the
only changes I can make (in regards to contrast, font, color….) are all done
through my computer, not thru the Blackboard system. Maybe I just don’t know
how to do these things- which entirely possible.
4.
Revisit the 11 instructional design steps presented in
chapter 1 of the text (Design Quickly and Reliably).* Revise this 11 step
system using what you now know about development and testing. Try to create
your own instructional design process/template that you might actually use.
Briefly explain your modifications.
As we discovered during our team project, following
the 11 steps led to repetition. I searched the web and found so many different
processes, many included ADDIE. Addie seems to be a very basic set of steps- I
felt that I would break it down a bit more. I also am taking in to account all
of the different module topics we have covered in this class.
1.
Analysis:
a.
Identify needs and expertise of
students/instructors
b.
Technology access and
capabilities
c.
Characteristics of instructor/students
d.
Content
2.
Set Objectives/goals:
a.
What the instructor expects and
how the student will achieve those expectations
3.
Activities:
a.
Apply the absorb, do and connect
activities
i.
Absorb- how content is presented
(presentations, readings, stories)
ii.
Do- transforming the information (absorb) into
knowledge (practice, simulation, discovery activities)
iii.
Connect- bridge the gap; tie
together new skills/knowledge with previous skills/knowledge
4.
Interaction:
a.
Provide for 3 types of
interactions
i.
Student-content
ii.
Student-student
iii.
Student-instructor
5.
Assessment:
a.
Ensure student understanding of
content
i.
Quizzes/ exams/ finals
ii.
Papers
iii.
Projects
iv.
Discussion forums
6.
Select the media
Kathryn
ReplyDeleteI like how you took the seemingly duplicated steps that the 11 step design process had and made a right to the point 7 step process. I also see you are playing with your page layout a bit tossing in some white back grounds for your titles 1-3. Geting comfortible with this technology. Well Done
Dennis
I also enjoyed how you simplified the 11 step design process. Not only did you make it simpler but also include what should be part of each step. Good job and kept up the good work.
ReplyDeleteInteresting approach to the instructional design process. I see some information from class incorporated!
ReplyDeleteI was looking at the ADDIE steps to review for this week's homework. I like the way you outlined them. They are very clear.
ReplyDelete